Analyzing the Achievement and Isolation of Immigrant and U.S.-Born Students: Insights From PISA 2012

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The 2016 Presidential election and the first months of the Trump administration have propelled immigration to the center of U.S. political debates. We use data from the Programme for International Student Assessment (PISA) 2012 to provide insights into the school experiences of high school–age immigrants and their U.S.-born peers. Our findings indicate that the immigrant–U.S.-born achievement gap is a race and wealth gap, and is also mediated by school factors. We also found that a substantial number of U.S.-born students attended schools that did not enroll immigrant students. We conclude by highlighting the research and policy implications of our findings.

Original languageEnglish (US)
Pages (from-to)830-857
Number of pages28
JournalEducational Policy
Volume31
Issue number6
DOIs
StatePublished - Sep 1 2017

Keywords

  • achievement
  • policy
  • racial/ethnic data
  • teacher qualifications

ASJC Scopus subject areas

  • Education

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